Effect Of Phonological Awareness Intervention on Reading Abilities in Poor Readers of Kannada Alphasyllabary among School going Children A single subject study - NI

Deekshitha0 个研究点目标入组 0 人开始时间: 待定最近更新: 2024年8月19日

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•1) Native Kannada-speaking school-going children or who use Kannada predominantly for communication as per the adapted Child KLEAP-Q questionnaire (Narasimhan et al., 2023) from grades 3 to 7
•2) Children studying in Kannada medium schools since the commencement of schooling.
•3) Children of either gender are in all grades.
•4) No significant pre-existing history of middle ear disorders.
•5) Children with intellectually average or above average as per Raven’s Progressive Matrices
•6) Children who score below 1.5 S.D on word reading accuracy measures appropriate to his or her chronological age and intellectual abilities.
•7) Having deficits in at least one of the four domains Akshara Knowledge, Syllable awareness, Phonological awareness and RAN
•8) Children with normal or corrected-to normal vision.
•9) Children with hearing sensitivity within normal limits (hearing thresholds =25 dBHL at audiometric
•octave frequencies, i.e., 250 to 8000 Hz).

•1) Children with a history of neurological, speech, language, hearing, cognitive, or motor difficulties or any such deficits reported or observed by the class teachers as on the WHO ten-question disability screening checklist.
•2) Children with significant social and/or emotional problems affecting school
•activities (on Strengths and Difficulties questionnaire, Goodman, 2010)
•3) Children with a history of otologic, neurological, and auditory processing
•4) Children who cannot follow the instructions even after the three repetitions and/or rephrasing, owing to apparent attention deficits and hyperactivity.
•5) Poor attendance in the school records
•6) Children whose reading abilities fall below the 15th percentile for their grade in word reading accuracy measures (Nag & Snowling, 2012)

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